...Audrey Rose O. Aquino INTRODUCTION TO MICRO-TEACHING Concept of Micro-teaching Micro-teaching is a teacher training technique which helps the teacher trainee to master the teaching skills. It requires the teacher trainee 1. to teach a single concept of content 2. using a specified teaching skill 3. for a short time 4. to a very small member of pupils In this way the teacher trainee practices the teaching skill in terms of definable, observable, measurable and controllable form with repeated cycles till he attains mastery in the use of skill. Meaning and Definition of Micro-Teaching Meaning Micro teaching is a procedure in which a student teacher practices teaching with a reduce number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill. Definition • “Microteaching is a scaled down teaching encounter in class size and time - D.W.Allen(1966) • “Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.” - D.W. Allen & A.W.Eve (1968) • “Microteaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of five pupils for a small period of 5 to 20 minutes” - L.C. Singh (1977) Objectives of Microteaching • To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions. • To enable teacher trainees to master a number...
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...is telling them what they need to know. We need to be sure that our teaching is intentional and relevant. If we want our students to do the best they can in our classroom then we need to teach in a more powerful manner. All children were raised differently and will learn math differently. It is our job as teachers to learn as much as we can about our students and their learning style preference. Some children prefer listening and some children are visual learners. Other children may prefer a tactile experience in the classroom. “Teachers must remember that while there are preferred input and output modalities, all children still need to develop their non preferred modalities. All these modes of input and output need to be used during lessons so that each child has the opportunity to use his or her strength and modality” (Tucker, 2006). It is our job to assess our students. We need to get to know them make sure that they know we care about them. We also need to be sure that our students know that we care about them and want them to succeed. When our children know that we have high expectations for them they are more able to reach our expectations. We also need to know what our students know and don’t know about the subject that we will be teaching. “The teacher must take note of what each student does know and does not know and the contexts in which each student can do what is required as well as those in which the student cannot do what’s required. This information can...
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...7E Lesson Plan PART 1: Pre-Planning the Lesson Component 1: Helpers in Your Community/ Grade 3 Component 2: Thursday 5-8pm Component 3: Content Summary I choose to teach this lesson to my students because understanding the importance of our community workers is critical for the students’ acquirement on why we have jobs. Being able to identify them in their local, state and national government status is important as students advance in their future understanding on how they are chosen for their position. By teaching this lesson plan my students’ will gain knowledge on what a community worker means to them and how our society is dependent on the help of our community neighbors and workers, local, state and national. Component 4: Research 1. http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html 2. http://www.loc.gov/teachers/classroommaterials/lessons/ 3. http://www.ncte.org/lessons 4. http://www.greatschools.org/students/academic-skills/162-the-state-of-civic-education-teaching-the-citizens-of-tomorrow.gs I am competent in teaching this lesson unit to students. Incorporating this topic in the classroom would benefit children as they go through school and through their daily living. The research that I started with was the Texas TEKS, which allowed me to align me lesson with the state standards in which I am suppose to be teaching. Without first choosing a TEKS, I could not prepare my lesson...
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...Article The First Day: Checklist for a Smooth Course Start up By Ghazala Imran Lecturer G.C Dept It has been observed that beginning of the lecture can be very demanding and tough for the instructors, if not worked on it beforehand. I have found this specific area in my teaching experience as one of the most challenging component. I tried my best to get the knowledge about different strategies from various sources like workshops, seminars and articles to make my class more student teacher interactive from the very first day of my semester. Teachers often become anxious about their first day of the semester ,so it is very important to convey clear expectations as well as basic information to the students to make sure that they understand exactly what the course will be, like in terms of prerequisite knowledge and skills, content to be learned and anticipated speed and depth of learning. They must understand your grading system and what the term projects will be, and finally how you plan to teach. Here is a checklist that can be of great help for the faculty to review their first day of the semester: * Establish procedures – Arrive early to get the classroom set up the way you want it. Post instructions on the projector telling the students what you need them to do before class begins (e.g. pick up syllabus, introduce yourself and find a seat.) * Use an entrance table – This is where student pick up the syllabus, and anything else they need to pick up or...
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...differentiation and lesson planning for children with mild and moderate disabilities through the design of lesson plans in various content areas. For the Final Project, you will demonstrate competency in planning instruction for students with mild and moderate disabilities by developing a lesson plan portfolio that you can use and share with other colleagues, for work interviews, or for personal use. Your Lesson Plan Portfolio will consist of the five complete, original lesson plans that you designed throughout this course. Each week, you received feedback from your instructor, and possibly from your peers, to continuously improve your differentiated lesson plans. Below there is a description of each part of the portfolio that you will submit this week as your Final Project. Part 1: Introduction to your portfolio Provide a brief introductory paragraph that explains the purpose of your portfolio and the competency you are demonstrating through your five lesson plans. Part 2: Lesson plan portfolio Use the feedback you received each week, along with what you have learned throughout the course, to revise each of the five lesson plans to ensure each component sufficiently addresses the required areas (below). Combine the lesson plans into one document to present your revised five lesson plans that reflect your competency in this area. Remember, each plan needs to specifically reflect the use of effective strategies for students with disabilities that are cited within the lesson plan. The...
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...Educating the Exceptional Learner SPE-226 Amy Grose December 8, 2012 IEP Lesson Plan Targeted Student: 4th grader 9 years old - Does not do well verbally, therefore cannot grasp the understanding of things in a normal classroom setting. He can follow instructions upon the understanding of the task on hand. His weakness is verbal and all academic subject areas. Student preferred modalities of learning is hands on with little verbalization. Learning Objective: To understand and try to pursue student to use more verbal communication for problem solving. Lesson Title: Problem solving in Arithmetic and Numbers Estimated time to complete: 1 month Lesson objectives: Understanding numbers, and problem solving Concept(s) learned in this lesson: Using calculators, practicing budgeting and learning about types of jobs that require problem solving. |Components |Brief description of lesson |Student grouping (individual, |Materials/Technology | | |activities |paired, small group, whole class, | | | | |etc.) | | |Engagement |Counting, sorting, and collate the |Individual grouping |Stack of papers | |...
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...Teacher Name: | Heather Tabeek | Grade: | Grade 9 | Subject: | Literature | Topic: | African proverbs (in conjunction with the novel Things Fall Apart) | Content: | Things Fall Apart by Chinua Achebe African proverbs and how they are used to explain or teach | Goals: | Students will understand how proverbs are used by different cultures to simplify a philosophical belief or explain a basic life truth. Students will be able to compare sayings they're familiar with to some of the proverbs they will read. | Objectives: | TLW understand the meanings of selected African proverbs and their purpose. TLW plan and create an illustration of a chosen proverb. | Materials: | Several African proverbs (from textbook or Things Fall Apart) Poster board Markers, colored pencils, crayons (general arts supplies to be used at teacher's discretion) | Introduction: | Students have been introduced to the use of proverbs in Things Fall Apart. They will review by discussing the importance of proverbs in different cultures. | Development: | The teacher will read aloud a proverb, and then explain what the proverb means to him or her. Note that the proverb may be interpreted more than one way, but the class should try to come to a close agreement. | Practice: | Students should follow the teacher's example. Volunteers will read a proverb from the textbook aloud and offer their interpretations of the meaning. Several students should be given the chance to participate in this...
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...Classroom and Behavior Management Plan Dr. Renee Murley Learning in the Urban Environment ICL 7709 July 31, 2009 Rules and Procedures On the first day of class, the students and I will have a conversation about my expectations and the students’ expectations for the classroom. From these expectations, together, we will create a set of guidelines for conduct in the classroom. We will also discuss common occurrences in the classroom such as late arrival, preparation for class, etc., and how they should be handled. From this class forum, we will derive the rules and procedures that will govern our classroom. Whereas, not all rules and procedures will be negotiable, we will discuss the meaning, rationality, and fairness of each rule, and also how these rules fit into the framework of the school’s guidelines. This is done with the idea in mind that if students have a part in creating the classroom rules and procedures that they will be more apt to follow them. These rules will be posted permanently in the classroom, on the teacher’s website, and also printed in written form so that the information may be given to the students, parents, and administrators. General guidelines for behaviors will be as follows: 1) Be respectful of the thoughts, feelings, personal space, and property of others and self. 2) Be on time and prepared for class. 3) Be in your desk and prepared to work when the bell rings. 4) Do ask permission before speaking or getting out of your...
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...‘C’mon PE (TE) it’s time to get changed for dance’ (Keyworth and Smith, 2003: 107). A small-scale investigation into the challenges faced by the teacher in teaching dance activities as part of the Physical Education National Curriculum, and the impact of the teaching upon the response of pupils in relation to learning. Use literature; autobiography, personal reflection, questionnaire and observation data; and unit materials to support your responses to the following: Some pupils are very good at reading the spaces in team sports, while others read music fluently. Some find mental calculations easy; some are good at constructing 3D objects; some express ideas elegantly through dance (Arthur and Cremin, 2010: 278). It is clear from this quote alone that dance has an important role to play within the development of learning of some pupils. Tinning (2009) believe that the holistic approach incorporated within the teaching and leaning in dance is essential to allow a child’s full, embodied experience, seeking to nurture ‘thinking bodies’ and ‘moving minds’. Dance can provide an ideal vehicle through which children can start to explore and establish confidence in the processes, appreciating, composing and performing which are three ‘key factors in determining teaching and learning programs’ Smith-Autard (1994:1). Schools that incorporate dance programs within their curriculum have found that the educational experiences for both learners and staff members alike are enriched...
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...It was fun to be able to teach the kids and see a part of the community surrounding Meadville that otherwise, I would not have seen. After the experience, I definitely felt more comfortable in the future performing more things like this possibly in my hometown to help in little ways. After seeing how appreciative the classes teacher was for us taking over for one class it reminded me how much work it is to plan and execute classes. If I could help in just a simple way, it could make an impact on students and teachers. The appreciation from the teacher and the happy kids made this seem as successful project. It is hard to tell if we really made an impact on the children only because we personally wont see any outcome of our lesson. I hope that their teacher will be able to but if not they may have gained something else their not conscious of. Interacting with college students may have opened their eyes to new path they could take in the future or just interacting with new people our age could enhance their social understanding of the world around them. After doing this project I believe that it has a bigger impact than I did when I first heard of it. I was thinking that how much could us teaching one class really do, but like I said before it our presence goes beyond just what we taught the...
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...IMPROVED INTEGRATION OF TECHNOLOGY 1 Improved Integration of Technology into Lesson Plans Delondria Catrice Randolph Ashford University Dr. Sheila Thomas January 28, 2013 [no notes on this page] -1- IMPROVED INTEGRATION OF TECHNOLOGY 2 Improved Integration of Technology into Lesson Plans Teachers regularly search for new techniques to implement in the classroom to better meet the needs of our students. Educators make a commitment to learning by constantly striving to improve their abilities in subject matter and educational technology. With the increased accessibility of computer technology and Internet resources there is an even greater avenue for instruction. Learning institutions have placed great emphasis on the use of technology as a teaching and learning tool in the classrooms because technology motivates teachers and students to work together as they develop ideas on how to improve the teaching and learning process (Bednar & Sweeder, 2005). Teachers must identify the needs of their students by assessing, planning, implementing classroom instruction through the use of technology. I selected this topic because the educational system in America is slipping and as instructors we must develop innovative ways to teach our students so that they can retain the information that is being taught to them. It is important to note that integrating technology into classroom lesson plans means more than teaching basic computer skills and software programs. To successfully...
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...| |*Subject(s) |Life Size body outlines | |Topic or Unit of Study |Health | |*Grade/Level |1st Grade | |*Summary |The child will lay down on a piece of butcher paper and the teacher will trace an outline of their body with a marker. After the outline| | |is done the children will use crayons or markers to color their outfits onto their body outline. They should draw the clothes and colors| | |they are wearing. The children will name body parts such as legs, arms, mouth, nose, eyes and stomach. They will then label the parts | | |on their outline. | |STANDARDS AND DIFFERENTIATED INSTRUCTION: | |*Standards |Concept 1, strand 5: Structure and logic ...
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...Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Shelina.N.Bhamani 5-6 English (Creative Writing) Tuesday, March 29, 2005 45 mins Shape Poem The Student will be able to: 1=Share and write more creactive ideas. 2=Describe different objects Papers Pens Charts Markers Colours OHP(OHT)for the presentation of sample poem(WB can be used too) PRESENTATION: The Teacher will ask the student following questions.(How many of you like butterfly/balloon? Why ou like balloons/butterfly? Do you love poems(yes/no) well,then lets try to write one. Teacher will show an example or two like of balloon(MY RED BALLOON IS LIKE AN AEROPLANE WITHOUT WINGS.IT FLOATS LIKE A BIRD IN THE SKY.A STRONG WIND MAKES MY BALLOON RUN FAST AND TO THE GROUND.POP!OHNO..PIECE OF RUBBER DRIFTING TO THE GROUND)Than SS will asked to choose shapes draw it and write a peom inside that shape) for production you can display all the shapes poems on the school board /bulletin board/soft board.. production stage could be considerd as evaluation Evaluation Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Sonia Sham Dupte grades 3-4 language arts Tuesday, March 01, 2005 30 mins telling a story Students will learn how to use descriptive and imaginative language to tell a story. * Telling a Story pictures (allow each student to choose their own picture) * paper * pencils Discuss with students the structure of a good story. Stress that...
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...Develop an educational project that includes a specific outcome while teaching academic skills Make Your Own Project-Based Lesson Plan Gloria J. Edwards Educator and Curriculum Development Specialist Unlimited Learning, Inc. Copyright 2002 Mountain Plains Distance Learning Partnership Integrated Learning http://www.integratelearning.org Special funding provided by the U.S. Department of Education, Star Schools. Instructions based on the five-concept template created by Leecy Wise for Star School teachers, Cortez, CO, 2001-2002 Topic: Make Your Own Project-Based Lesson Plan Develop an educational project that includes a specific outcome while teaching academic skills. Identify Grade level or Group Here An integrated lesson plan covering # sessions of approximately # hours each. Your Name as Lesson Author Here The following passage is included in all Integrated Learning lesson plans: Lesson-Planning Approach Students do not learn from what you do, but from what you have them do. This is a template for creating project-based lessons. Examples and important information are set in text boxes, while the rest of the text can be used as lesson template. Text and headings that are part of the “Integrated Learning” lesson format are printed in color bands or bold text. For other examples of our project-based lesson plans, refer to our website www.integratelearning.org . Some learners perceive their “world” as a whole, where all things are interconnected and dependent...
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...School: | | Subject: | | Teacher: | | Lesson Plan Date(s): | | | | | | M.Gilbert | | 09/21/15 | | PRE-PLANNING | OBJECTIVE What will your students be able to learn? | Standard/Benchmark: | | Determine a theme or central idea and analyze its development through the text including its relationship to the characters, plot and setting and provide an objective summary of the text. | RL.1.2 | | ASSESSMENT “Begin with the End in Mind”How will you know whether your students have made progress toward the objective? How and when will you assess mastery? | | By the completion of the 3 squared worksheet. Also, at the end of the 5th chapter they will have to write an objective summary. | | ESSENTIAL QUESTIONA higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. | | How does the early development of main characters contribute to an emerging theme in chapters 1-5 from The Boy in the Striped Pajamas? | | HIGHER ORDER QUESTIONS (3-5 questions)What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? | | Explain what Bruno’s mother means by, We don’t have the luxury of thinking? Pg. 13What does this line reveal about his mother’s feelings about their situation...
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